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束定芳谈英语教学改革近年来，社会上以及外语学术界有关外语教改的呼声越来越高。
现存的外语教育体制和外语教学方法必须改革已成为大家的共识。
但是，外语教学究竟应该朝什么方向改革，如何进行改革，许多人可能还心中无底。
本文试图从外语教学的一些特殊规律以及我国外语教学的特殊环境出发，提出我国外语教改应该朝“适当推迟，缩短周期，强化训练，专业提高”的方向进行试验，以此全面提高我国外语教育的水平和公民使用外语的总体水平和能力。
由于英语是我国开设范围最广、学习人数最多的一门外语，因此本文所讨论的外语教改主要是指英语教学的改革。
一、我国外语水平和外语教育现状分析由于英语已经实际上成为一种国际性的通用语言，英语已成为一种重要的政治和经济资源。
在欧洲大陆，几乎每个国家受过中等以上教育的公民都能用英语进行交流。
几乎所有大学毕业生都能流利地使用英语。
尤其是在荷兰、丹麦、比利时等国家，其大学教师英语水平之高，完全可以用英语讲授专业课程，撰写学术专著。
实际上，这些国家的语言专家在某些方面对英语的研究水平甚至超过了英、美。
在英国，语言教育，尤其是语言教材和工具书的出版和版权交易，已成为其重要的产业，每年为国家赢得非常可观的财政税收。
每年英国派往世界各地从事英语教学的人数成千上万，每年寒、暑假到英国短期进修英语的大、中学生更是不计其数，这不但为英国社会提供了许多的就业机会，而且大大提高了英语文化在全世界的传播和影响。
李岚清副总理曾经在一次外语教育改革座谈会上指出，印度的投资环境在许多方面其实不如中国，但由于印度国民的英语水平普遍较高，因此近几年外资企业在印度对高新技术（尤其是电脑软件的开发）的投资出现了迅猛增长的势头。
我国外语教育的历史并不长。
从清代正式设立同文馆教授外语算起，也不过100多年的历史。
但我国外语教育的成就是巨大的。
尤其是新中国成立后，外语院系培养了大批优秀的外交和翻译人才以及外语师资。
应该说，我国外语专业教育的水平是比较高的，是非常成功的。
２０１４年５月第４６卷 第３期外语教学与研究（外国语文双月刊）Ｆｏｒｅｉｇｎ Ｌａｎｇｕａｇｅ Ｔｅａｃｈｉｎｇ ａｎｄ Ｒｅｓｅａｒｃｈ（ｂｉｍｏｎｔｈｌｙ）Ｍａｙ ２０１４Ｖｏｌ．４６Ｎｏ．３外语课堂教学中的问题与若干研究课题上海外国语大学 束定芳 提要：长期以来，我国外语课堂教学理论研究薄弱，一直缺乏科学、合理、有效的外语课堂教学评估标准。
在实际课堂教学中，还存在着教师教学目标模糊、教学内容不符合学生需求、教学过程缺乏创新、课堂教学与课外学习缺乏衔接等问题。
大多数教师的语言能力和综合素质亟待提高。
外语课堂教学理论研究应该关注课堂教学的基本功能，关注外语课堂教学的形式与结构，关注外语课堂教学的评估。
同时，有关课堂教学中教师对教材的处理、课堂教学与课外学习的关系、课堂教学中的教师语言、课堂教学中的知识讲解与语言实践、课堂教学与学生探究性学习能力培养、课堂教学任务与活动、课堂教学中的纠错等也是外语课堂教学理论和实践研究中重要的课题。
关键词：外语、课堂教学、存在问题、研究课题 ［中图分类号］Ｈ３１９ ［文献标识码］Ａ ［文章编号］１０００－０４２９（２０１４）０３－０４４６－１０ 外语学习过程中，课堂教学具有重要作用。
课堂是学生接受高质量语言输入的场所，也是进行语言操练和实践的地方。
教师应该利用课堂教学，调动学生的学习积极性，帮助学生发现并使用语言规则，指导学生通过与同学和教师的互动以及大量的课外阅读和听说练习演练语言技能，学会自主学习。
但是，目前我国的外语课堂教学存在理论研究滞后、课堂教学目标模糊、课堂教学方法简单、教学效果不明显等问题。
笔者作为评委连续参加了四届“外教社杯”高等学校英语教学比赛。
笔者认为，这一比赛为青年教师展示教学能力提供了很好的舞台，为他们互相观摩、学习和交流课堂教学方法和技能提供了很好的平台，也对课堂教学理论研究起到·６４４·了积极推动作用。
同时，笔者也在比赛中发现了课堂教学中存在的一些普遍性问题?。
浅析语法翻译法、情景法和听说法摘要: 语法翻译法、情景法和听说法是3种非常重要的外语教学方法, 对我国外语教学产生了深远影响。
但每种教学方法都有其不同的理论基础, 都有其各自的优点和缺点。
将从背景、理论与模式等方面对此3 种教学方法进行分析与讨论, 以便能对我国的外语教师有一定的启示作用。
关键词: 语法翻译法; 情景法; 听说法在外语教学理论研究中, 有关教学法的讨论非常多, 关于不同的教学法的优缺点的争论也非常热烈。
众所周知, 教学法会直接影响到我们的教学效果, 两种不同的教学法可能会导致完全不同的教学效果, 所以怎样才能探究到一种合理、有效的外语教学法是所有外语研究者、教师和学习者都非常关注的问题。
外语教学法是一门研究外语教学的学科, 它既要有一定理论基础, 又要密切联系教学实践, 同时更要贯穿于整个教学过程给予一定的规范和指导。
长期以来, 众多的专家、学者和教师一直在不断的进行尝试和探索, 他们依托重要的外语教学理论, 借鉴和吸取国外的有效教学法, 同时又充分结合中国的外语教学现状, 试图找到一种最为行之有效的教学方法。
于是, 有关各种教学法的讨论与比较纷纷呈现。
其中, 语法翻译法、情景法和听说法都对我国的外语教学产生了重要的影响, 本文将从背景、理论与模式等方面对此三种教学法进行阐述。
1 语法翻译法、情景法和听说法1 . 1 产生背景语法翻译法起始于18 世纪晚期的欧洲, 在外语教学史上具有悠久的历史, 同时也是我国外语教学史上使用范围最广, 而又最具有生命力的教学方法之一。
在18 世纪, 教学的主要目的就是学习书面拉丁语, 阅读文学作品, 而这正是语法翻译法的特点之一。
语法翻译法最早是由德国学者麦丁格( J o h a n n V al e n t i n M e i d i n g er ) 和费克( J oha nn Ch r i sti a n F i c k )倡导并提出的。
在我国早期的大学英语教学中, 主要也是采用了此种教学法。
从一项调查看教材在外语教学过程中的地位与作用□束定芳 张逸岗提要:本文以一次有关教材在外语学习过程中的作用和使用情况的问卷调查为基础,分析外语教材在外语教学过程中应有的地位和作用,讨论在中国的特殊语言环境中,外语教材的编写、使用的原则和方法。
关键词:教材;外语学习;作用Abstract:Drawing on a questionnaire2based survey of the role of textbooks in the learning and teaching of a foreign language in Chinese universities,the authors of this paper discuss the nature of textbooks and their roles in the pro2 cess of learning a foreign language for Chinese learners.The paper also touches upon issues concerning the principles and methodology of foreign language textbook writing in the Chinese context.K ey w ords:textbook;foreign language learning;role中图分类号:H319 文献标识码:B 文章编号:1004-5112(2004)02-0056-09一、一项有关外语教材的调查1.调查对象与调查内容为了了解教师和学生对外语教材在学生学习外语过程中的作用以及现行外语教材使用情况的看法,我们在2001年4月对部分英语专业的老师和学生进行了问卷调查。
问卷分学生卷和教师卷两种。
对学生的调查我们主要在上海外国语大学英语专业1、2、3年级中进行,接受问卷调查的人数为103人。
现代外语教学绪论我国外语教学存在的问题外语理论研究薄弱（最大问题也是根本原因之一）缺乏专业研究队伍（2）缺乏系统的研究和对重大宏观问题的研究（3）理论研究和教学实际脱节（4）教师理论意识淡薄师资力量不高教学资源匮乏教学理念落后应试倾向明显权钱干扰严重外语教学研究的主要内容和范围（三方面的研究）“本体论”——研究事物的本来面目，为基础研究“实践论”——研究具体实施某一计划的步骤、原则和方法“方法论”——研究达到某一目标的最佳途径中国人学外语的规律：前脑的布罗卡区位置不同；讲中文的人语言功能区位置要高些，更接近大脑运动功能区。
既然中文语言功能区与运动区紧密相连，那么中文要多看多写多说，靠运动来记，而学英文则注重环境，重多听多说，因为英文的语言功能区更靠近听力区。
外语教学研究的若干重要课题本体论研究语言学理论研究、对语言学习的研究、中国人学习英语的其他影响因素实践论研究需求分析、课程设计、课堂教学、过程评估3、方法论研究教学方法和教学目标的关系教师发展研究外语教学质量的高低取决于师资力量的高低理想的外语教师——09年简答优秀的人品扎实的外语基本功良好的研究能力广博的知识较强的课堂组织能力和沟通能力敬业精神第一章当代外语教学理论研究中的几个重要发展趋势第一节从研究如何教到研究如何学原因：（1）越来越重视和强调“以学习者为中心”的教学理念（2）许多教学方法不能达到预期目的，必须研究学习主体（3）越来越意识到学习者之间的各种差异（4）学习者在语言学习过程中的积极主动作用得到证实对学习主体的研究包括：1、学习者个人差异的研究；2、学习过程的研究1、学习者个人差异研究的内容有：年龄、语言潜能、动机、认知风格、性格——10年填空2、学习过程的研究：CA→EA→IL研究重点（两方面）原有知识（母语知识、对语言的一般知识、世界知识）的作用——正负迁移学习着策略研究（重点：学习者策略的定义、学习者策略的分类、在外语过程中的作用、影响学习者使用的因素）第二节语言使用研究和学习着语言使用能力的培养现代语言学研究的一个最大特点是由注重语言形式的分析到注重语言功能的分析，或者说更加注重使用中的语言的研究，如社会语言学、语言学和话语分析。
现代外语教育学导学（1）现代外语教育学导学第一章。
引言(各种定义很重要，初试以及复试的笔试都会考察。
）1.理解“Knowing a language well does not necessarily mean that you can teach the language well”or”Teaching is an art as well as a science” 答案在page1 第二段（12年的面试考过）2.Approach Method Technique 的定义3.The structural view The functional view The interactional view4. Linguistics Sociolinguistics Psycholinguistics Applied Linguistics5.缩略词FLT （foreign language teaching）ELT （English language teaching）6.几种大纲：Structural syllabus structural-situational syllabus notion-functional syllabusPs.第一章中出现的其他重要的概念，因为在后面会有详述，所以暂不归纳在第一章。
如Behaviorism....第二章。
外语教学的方方面面。
2.1 有什么样的语言观就有什么样的语言教学观。
进一步了解The structural view 和The functional view1.“Syntagmatic relations” and “paradigmatic relations” 定义（P14）2012年真题考过2.根据功能学派，语言三大功能：descriptive，expressive，and social补充语言学中的语言功能：informative ，interpersonal ，performative，emotive ，phatic ,recreational, meta lingual (语言学教程p10-13) interpersonal 12年真题考过3.了解五种大纲：Grammatical or structural ,Functional-notional，Situational，Skill-based ,T opic-based4.H.D Brown 的二语学习的12条原则。
新版绪论中国的外语教学实践需要自己的教学理论指导：首先，语言教学对象不同。
主要：母语背景和母语文化背景，母语的特殊语言结构特点和母语文化背景对中介语的形成具有重大的影响。
第二，语言教学的环境不同。
母语使用的环境、师资、教学方法的不同对目标语输入的数量和质量产生巨大的影响。
第三，国人学外语的目的与他国学习者不同。
第四，中国“官本位”的文化中，只有建立在调查和实践基础上的外语教学理论才有说服力和生命力，才可能在一定程度上抵消“长官意志”对外语教学决策带来的负面影响，使教学实践运行在正确的轨道上。
我国外语教学存在的问题：1.理论研究落后①缺乏专业的研究队伍②缺乏系统的研究和对重大、宏观问题的研究，如师资培养理论、课程设计理论、教材编写理论③理论研究与教学实际脱节。
论文是为了发表，为了评估④教师理论意识淡薄。
没精力关注；理论太理想化2.师资质量不高3.教学资源匮乏4.教学理念落后5.应试倾向明显6.权钱干扰严重。
“长官”说了算，“形象工程”第一章外语教学理论研究的发展趋势第一节从研究如何教到研究如何学传统外语教学重点：如何教。
更关心教材编写、教学法设计等。
随着第二语言习得的发展，人们发现必须重新认识外语习得的本质及相关因素。
研究重点转移的原因还有：1.教学方法越来越强调“以学习者为中心”，重视学习者本人及主体的个性特点2.教学方法经常不能达到预期的目的。
3.认识到学习者之间存在差异，其性格、动机和学习风格等都影响课堂表现4.母语习得研究证实了学习者学习过程中的积极主动作用外语教学中考虑的重点不再是“该教什么”，而是1.促进习得的条件是什么； 2.如何在课堂上创造这些条件对学习者的研究包括 1.学习者个体差异的研究； 2.学习过程的研究学习者个体差异：年龄，性别，语言潜能，动机，认知风格，性格等关键期假说：儿童大脑有一个逐渐成熟，功能逐渐固定化的过程。
主要体现在语音的精确度上。
可能的解释：大脑中专司语音的部分较早地完成固定化得过程，而学习其他语言成分的机制则与认知能力有关，因而也受到性格，动机和态度等情感因素的制约。
实用英语教学法教程徐锦芬笔记第四章全文共3篇示例，供读者参考篇1Chapter Four: Classroom Management in Practical English TeachingIn the fourth chapter of the Practical English Teaching Method Tutorial by Xu Jinfen, classroom management is discussed as a crucial aspect of effective teaching. This chapter offers practical strategies for maintaining discipline, engaging students, and creating a positive learning environment in the English language classroom.One key point emphasized in this chapter is the importance of establishing clear expectations and routines from the very beginning of the school year. By setting and consistently reinforcing rules and procedures, teachers can create a structured and orderly classroom environment that promotes learning.Xu Jinfen also highlights the significance of building positive relationships with students. By showing care, respect, and interest in their well-being, teachers can establish trust andrapport with their students, leading to a more conducive learning atmosphere.In terms of classroom management techniques, Xu Jinfen suggests using a variety of strategies to keep students engaged and on task. These may include using a mix of instructional methods, incorporating technology into lessons, and providing opportunities for active participation and collaboration.Furthermore, the chapter discusses how to handle discipline issues effectively, such as addressing misbehavior promptly and consistently, using positive reinforcement to encourage good behavior, and providing clear consequences for infractions.Overall, the fourth chapter of Xu Jinfen's Practical English Teaching Method Tutorial offers a comprehensive guide to classroom management in the English language classroom. By implementing the strategies and techniques outlined in this chapter, teachers can create a positive and productive learning environment that fosters student growth and success.篇2Chapter Four: Teaching Methods in Practical English TeachingIn Chapter Four of the textbook "Practical English Teaching Methods" by Xu Jinfen, the focus is on various teaching methods that can be used effectively in the classroom. This chapter delves into the importance of using a variety of techniques to engage students and enhance their learning experience.One of the key teaching methods discussed in this chapter is the Communicative Approach. This approach emphasizes the importance of communication in language learning and encourages students to actively participate in real-life situations. Teachers using this method focus on creating opportunities for students to practice speaking, listening, reading, and writing in authentic settings.Another teaching method highlighted in this chapter is Task-Based Learning. This method involves giving students specific tasks to complete that require the use of language skills. By engaging in tasks such as role-plays, debates, or group projects, students are able to apply their language knowledge in a meaningful way and develop their communication skills.The chapter also explores the use of Technology in the classroom. With the advancement of technology, teachers now have access to a wide range of digital tools and resources that can enhance language learning. From interactive websites toeducational apps, technology can be used to engage students, provide additional practice, and facilitate communication in the target language.Additionally, the chapter discusses the importance of incorporating Cultural Content into English language teaching. By exposing students to different aspects of English-speaking cultures, teachers can help students develop a deeper understanding and appreciation of the language. This can include discussing cultural customs, traditions, literature, music, and more.Overall, Chapter Four of "Practical English Teaching Methods" offers valuable insights into a variety of teaching methods that can be employed to enhance language learning in the classroom. By incorporating these techniques into their teaching practice, educators can create engaging and effective lessons that help students develop their language skills and cultural awareness.篇3Chapter Four: Communicative Language TeachingIn the fourth chapter of Xu Jinfen's Practical English Teaching Method, the focus is on communicative language teaching (CLT).This approach to language teaching emphasizes the importance of communication and interaction in language learning. Instead of focusing solely on grammar rules and vocabulary memorization, CLT encourages students to communicate meaningfully in various real-life situations.One of the key principles of CLT is the belief that language is best learned when it is used for authentic communication. This means that students should have opportunities to use the language they are learning in realistic and meaningful ways. In CLT classrooms, teachers often create tasks and activities that require students to interact with each other, solve problems, and negotiate meaning in order to achieve a specific goal.Another important aspect of CLT is the focus on developing students' communicative competence. This includes not only their ability to use grammar and vocabulary correctly, but also their ability to communicate effectively in different social and cultural contexts. CLT encourages students to develop their speaking, listening, reading, and writing skills in order to become competent and confident communicators in English.In order to implement CLT effectively, teachers must create a classroom environment that is conducive to communication. This may involve using authentic materials such as newspapers,magazines, and videos, incorporating group work and pair work activities, and providing opportunities for students to engage in discussions and debates on topics of interest to them.Overall, CLT is a student-centered approach to language teaching that places a strong emphasis on communication and interaction. By providing students with opportunities to use English in meaningful ways, CLT helps them develop the skills and confidence they need to communicate effectively in real-life situations.。
版权所有 文责自负*本文根据作者在 英语课堂教学研讨会 上的即兴发言改写。
同济大学王蓓蕾副教授根据录音整理了初稿。
特此致谢。
作者简介:束定芳,教授,博士,博士生导师,研究方向:认知语言学,外语教学理论论外语课堂教学的功能与目标*束定芳(上海外国语大学科研处,上海 200083)摘 要:本文讨论外语课堂教学的基本功能和目标。
作者提出,外语课堂教学的主要目标就是要为学生创造一个有利于外语学习的环境,包括良好的学习动机、合适的学习资源、正确的学习方法等。
外语课堂教学既要传授语法知识,更要创造一定的交际场景和机会,让学生将学到的语言知识在实践中接受检验并得到巩固和内化。
课堂教学还应该给予学生展示学习成就的机会。
教师应该不断地根据教学目标和学生的需求,为学生指引方向、解决困难、提供帮助等。
关键词:外语;课堂教学;功能;目标中图分类号:H319 文献标识码:A 文章编号:1004-6038(2011)01-0005-04外语课堂教学是外语教学实施过程中最重要的一环。
然而,长期以来,国内外语教学理论研究者在很大程度上忽略了对外语课堂教学有效性的关注,不但没有形成有关中国外语课堂教学的理论体系,也没有一套行之有效的指导外语教师课堂教学基本行为的要求或建议,更没有形成一套对外语课堂教学效果进行有效评估的指标体系。
已有的一些外语课堂教学的研究往往局限于对具体的听、说、读、写技能训练活动的组织和安排的讨论。
目前的现状是:许多新教师走进课堂前,并不知道外语课应该如何上,只能 摸着石头过河 。
有的老师虽然在实践中积累了一些好的课堂教学经验,但由于缺乏相应的理论功底和交流渠道,其经验和感悟很难上升到一定的理论层次,难以推广,难以提高。
更多的老师往往就把外语课堂教学等同于完成教材上的内容,课堂教学活动主要就是语言知识讲解和练习。
国家中长期教育改革与发展规划纲要 (2010)指出,学校教育要 注重学思结合。
倡导启发式、探究式、讨论式、参与式教学,帮助学生学会学习。
现代外语教学简答题补充(束定芳)1. What principles should be followed when setting teaching objectives for a text?1) Specific: Teaching aims are supposed to be specified instead of being sweeping or too general so that students can take actions purposefully.2) Measurable: Teaching aims should be qualitative and behavioral, and the efficiency of teaching is available so that it is comparatively easy for both teachers and students evaluate their learning process and achievement.3) Attainable: The goals can be within learners’ capacity so that they are able to cope with it but find it challenging. Teachers should avoid setting goals that are too high or too low, which might damage their confidence and motivation.4) Relevant: There is a correlation between teaching aims and each stage of the lesson planning. Lesson objectives can be achieved through these relevant learning activities.5) Time-bound: Focus on limited time of teaching and the period of goal reallzation. Try to keep every learning activity to your planned timings so that we can complete each lesson with a time limit.2. Autonomous learningIt is also called student-centered learning which relates to the change in focus from the teacher to the students or from the teaching to learning. This is based on a constructivist theory of learning that each individual student constructs their own understanding based on their prior knowledge and learning experiences. To develop autonomous learning, we should meet the following conditions:1) attitude: learners have a more positive attitude towards their own learning, which means taking more responsibility for their learning and devoting themselves to learning.2) capacity: learners should cultivate ability and strategies of learning in order to complete their learning tasks independently.3) environment: learners are supposed to be a plenty of opportunities to practice the ability of being responsible for their own learning, such as self-study center.3. The pedagogic implication of learner strategies1) Learning a foreign language is an active process. The learner’s prior knowledge and existing foreign language knowledge have an important influence on the foreign language development at any stage. Teachers must be good at guiding students using the these knowledge to acquire new knowledge and consolidate the prior knowledge.2) Guide students’ learning strategies. Learning strategy is associated with language learning ability, so making full use of them can improve learners’ language learning ability.3) Communicative strategies are part of the general communicative competence of human beings. Excessive use of communicative strategies will affect normal communication and foreign language learning.So foreign language teachers should help learners to use communication strategy appropriately based on the research of the learners’ communication strategy.4. The role of grammar in language teaching and learningGrammar is an organized rule system that defines how words are combined or changed to form acceptable units of meaning within a language. It is also the ability that emphasizes developing learners’ ability to use the language to do things, rather than simply storing the language knowledge1) The ultimate goal of foreign language teaching is to enable students to use it proficiently. Studying grammar is one approach to achieve this goal. Grammar constitutes an intergral part of the language learning, which is helpful to further learning.2) In foreign language learning, knowledge is the foundation of ability. Learning grammar is conducive to cultivate students’ listening, speaking, reading and writing skills and enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.3) Grammar is the general rule of language structure, which will guide language use and help students’ further foreign language learning. Grammar helps students master a good understanding of the nature and characteristics of language.4) Grammar can explain the structure of the language. In order to develop the ability of autonomous learning, learners have to master language knowledge so as to guide the autonomic learning5) Grammatical competence is essential for communication. Language becomes a communicative tool because of its systematicness that is reflected in its grammar rules. Sharwood Smith sees grammar teaching as a short cut to communicative ability.5. The relationship between culture and language1) Language is part of culture. Culture is the knowledge acquired through socialization, while language is a knowledge system acquired by human’s special language ability triggered by language environment. Therefore, language is a part of culture.2) Language is the carrier of culture. Language vocabulary is the most significant tool which carries cultural information and reflects human being’s social life, that is, the so-called culturally-loaded words. The structures of sentence, discourse and text in language also reflect the thinking mode and thinking habit of the nation to some extent.3) Language is the base of the language. Language cannot exist without culture, and each language is adapted to a particular culture. The the language structure, language communication mode, the discourse rhetoric principles etc. are influenced even restricted by its culture to a large extent.6. The relationship between classroom learning and extracurricular learningLearning a foreign language requires the efforts of both classroom learning and extracurricular learning. We can not guarantee that students will receive enough appropriate input just in classroom teaching, so extracurricular learning is essential.1) There should not be any clear boundaries between classroom learning and extracurricular learning.Extracurricular learning is an integral component of students’ foreign language learning.2) Classroom learning makes students prepared for extracurricular learning. Classroom learning provides students with guidance and thus improve their ability and efficiency in extracurricular learning. We should treat extracurricular learning as a natural extension and complement ofclassroom learning.3) Extracurricular learning can facilitate classroom learning. On the one hand, contents and methods learned in the classroom can be consolidated and practiced in extracurricular learning; on the other hand, through a large number of language practice, students can achieve a higher language level.4) The content of extracurricular learning includes both learning and interaction. During extracurricular learning, students can make full use of the language materials and have more opportunities to communicate with classmates, friends, netizens. Therefore they can learn new, useful communication strategies.Of course, there should be an appropriate degree of monitoring and the materials of extracurricular learning should be at the right level. Furthermore, students should have opportunities to share their learning experience, which will motivate them greatly.7. Implication for teaching assessment in the new curriculum1) Highlight the dominant position of core competence in academic evaluation and respect the evaluation of students development and growth.2) Highlight the main position of students in evaluation and pay attention to the overall development and progress of students.3) Pay attention to the process of classroom teaching and implement the various evaluations through English activities.4) Pay attention to the diversity and the rationality of evaluation methods and carry out the formative assessment effectively.8. The characteristics and advantages of Network-based foreign language teaching1) To a great extent, the Internet can promote the real and meaningful communication activities, which is the basic condition of foreign language learning, so language learning is more meaningful.2) If we extend the classroom to the network, we can make a breakthrough in the quality and quantity of communication activities. The powerful function of the network can make classroom communication paralleled with the real society, providing real and meaningful communicative activities.3) The Internet makes the classroom infinitely extended and more open, without the limitation of time, space and fixed organizational structures. This is helpful for students to learn more flexibly and cultivate autonomous learning ability as well as to teach them according to their ability and aptitude.4) Network-based foreign language teaching is based on learning theories, such as constructivism and collaborative learning, adopting comprehensive foreign language teaching methods.5) It reflects the modern educational view. In the network-based foreign language teaching, the teacher’s role has become a coordinator and consultant in students’ learning process; while the students become the center of class, completing tasks with the help of the teacher.9. The relationship between network-based language teaching and traditional classroom teachingClassroom foreign language teaching is characterized by planned organization, lineararrangement and presentation of educational content, relatively fixed teaching time, and mainly controlled by teachers. But as a teaching mode with a long history, it has obvious advantages. 1) Foreign language teaching in classroom has accumulated a lot of experience and formed relatively mature theories and ideas after hundreds years of research and practice. Its scientific and reliable nature are widely recognized, so it won’t disappear because of network-based foreign language teaching.2) The interactions between teacher and students and among students in classroom teaching, are the most direct and natural, which is an important condition for language learning. This face-to face communication cannot be replaced by chatting on the Internet.3) Classroom teaching is generally based on the syllabus and lesson plan. In the organization and management of teachers, good classroom order and high learning efficiency can usually be maintained. While in network-based language, it may be more difficult to achieve this.All in all, the classroom foreign language teaching is unreplaceable because of its characteristics. The two kinds of teaching have their own advantages, so the ideal approach is to allow two modes coexist, and where possible, integrate them wisely.。
现代外语教学本学期，我阅读了束定芳的《现代外语教学》这本书。
这本书共分六个章节。
第一章，当代外语教学研究的几个重要趋势；第二章，外语教学研究的目标和方法；第三章，外语学习过程分析；第四章，外语交际能力的培养；第五章，外语教学的组织和实施；第六章，外语教学的方法。
这里我选取第六章第四节，网络与外语教学作为读书报告的主要内容。
1.书中关于网络外语教学理论1.1计算机辅助外语教学的发展历程计算机在外语教学中的应用随着外语教学观念的转变和计算机技术的不断发展，经历了计算机作为句型训练工具，到计算机作为语言输入和任务呈现工具，再到计算机网络作为语言学习环境，提供给学习者外语学习所需的真实材料、真实交际对象、真实任务等学习条件三个阶段。
这三个阶段被Warschauer分别定义为行为主义的CALL，交际法的CALL和综合的CALL.行为主义的CALL流行于20世纪60、70年代。
此时刚刚诞生的计算机正好满足大量机械训练的需要，美国的PLATO是这期间最著名的计算机教学系统，它包括大量的句型、语法讲解和各类翻译测试。
交际法CALL强调学习者对目的语言的使用，强调学习者之间的交流与协作，语篇再造与模拟讨论和游戏是其主要形式。
综合CALL既指将外语听、说、读、写作为一个整体进行教学，也指综合计算机、多媒体和网络的各项功能，开展多彩的网络外语教学活动。
1.2网络外语教学的特点网络外语教学是利用因特网上的电子邮件功能、视频会议系统、万维网、讨论组、新闻组、聊天室、搜索引擎以及FTP、MUDs、JAVA等工具或媒体来进行外语教学活动。
简单地说是利用计算机网络开展外语教学活动。
我们可以根据教学方法将网络教学分为个别化学习模式、讨论式学习模式、发现式学习模式和协作式学习模式。
网络外语教学的特点和优势可以归纳为：1）因特网在很大程度上能够促进真实、有意义的交际活动的进行，从而使学习者的外语学习更有意义： 2）在因特网上，学习者能够直接接触目的语的文化和语言，这不仅有利于外语交际能力的提高，而且也能促进跨文化交际能力的培养； 3）因特网使课堂无线延伸，网络外语教学是一个开放的环境，没有时间和空间的限制，也没有固定的组织结构； 4）网络外语教学以建构主义、探究式学习和协作学习等学习理论为基础，多采用任务法、项目法、内容法等综合型外语教学方法； 5）网络外语教学充分体现了以学生为主体，以学习为中心，以任务为基础的现代教育理念。
现代外语教学复习资料绪论我国外语教学存在的问题：（P2-P5）1. theoretical researches are weak2. teachers' faculty is not strong3. schools are short of teaching resources4. teaching concepts lag behind the society5. education is mainly exam-oriented6. the interference related to power and money is serious第二章1.外语教学研究的三个层次：（P32-P38）ontology: essential characteristics of language itself and language teaching 2.语言的本质特点：1). the most important tool to communicate2). a linguistic system made up of various subsystems3). a tool to think and a carrier for culture4). require special physiological basis2.外语教学研究的三个层次：（P32-P38）② positivism: principles of foreign language teachinga. systematic principleb. communicative principlec. cognitive principled. cultural principlee. affective principle外语教学研究的三个层次：（P32-P38）③ methodology: organization, strategies and methods of foreign language teaching存在的问题：a. exclusivenessb. one-sidednessc. intricacy第三章1.外语学习者的生理和认知因素：（P46-P52）② intelligence：a. take different steps to students of different level of intelligenceb. general intelligence → communicationhigher intelligence → form2.外语学习者的生理和认知因素：（P46-P52）③aptitude：a. phonetic coding abilityb. grammatical sensitivityc. inductive sensitivity3.外语学习者的生理和认知因素：（P46-P52）④cognitive style：a. field dependenceb. field independence4. 外语学习者的情感因素：（P52-P55）①motivation and attitude:a. Brown: global motivationsituational motivationtask motivationb. Gardner and Lambert: integrative motivationinstrumental motivation②personality:extrovert vs. introvert5. 对教学的启示：a. strengthen students' merits in different occasionsb. change students of different personality to the contrary6. 理想的外语学习者：（P55-P56）（二语习得P122）a. group dynamicsb. use the target languagec. attend to meaning rather than to formd. use of study techniquese. the early stages of grammatical developmentf. analytic skillsg. integrative motivation/ task motivationh . take risksi. adapt to different learning conditions7. EA的一般步骤：（P62）（二语习得P52）a. a corpus of language is seletedb. the errors in the corpus are identifiedc. the errors are classifiedd. the errors are explainede. the errors are evaluated8. EA的作用：（P62）a. recognize which stages are students in/ how much contents are remainedb. evidence of how the learners learn or aquire languagec. a means used to aquire language/ a means used to inspect the essence of the language9.EA的局限性：（P64-P65）a. it's difficult to define and distinguish errorsb. lack of a common standard to classify errorsc. it's difficult to distinguish avoidence from errors10. 中介语的特点：（P66）a. openb. flexiblec. systematic11. 中介语构建的手段：（P67）a. language transferb. overgeneralization of target language rulesc . transfer of trainingd. trategies of L2 learninge. strategies of L2 communication12. 成功的外语学习者所采用的五大策略：（P71）a. participate language learning positively by searching and ultilizing favourable learning environmentb. set language as a system of formsc. set language as a tool to communicated. accept and deal with the affective needs during the learning processe. expand and revise the foreign language system by inferencing and monitoring.13. 学习者策略对外语教学的启发：（P83）a. guide students to make the best use of existing knowledgeb. make the best use of learning strategies to improve language learning abilitiesc. help learners use communicative strategies correctly第四章1. CLT的理论基础：（P89-P90）a. theories of language communication:a system made up of basic unitsfundamental function is communicationthe language structure reflect the function and communicative uasge the basic units of language are showed in the communicative functions of discourese rather than just grammatical rules and structural characteristics②learning theories:communicative principletask principlemeaningful principle2. 语法编写的原则：（P103）a. systematic principleb. communicative principlec. contrastive principled. cognitive principle3. 词汇教学的原则：（P108-P109）a. systematic principleb. communicative principlec. cultural principled. cognitive principlee. affeive principle3. 影响听力的重要因素：（P111-P115）a. the characteristics of listening materials (speed/pause/hesitation)b. the characteristics of the speakers (sex/authority of the speaker)c. the characteristics of the tasksd. the charateristics of the learnerse. the charateristics of the process4. 外语阅读和母语阅读不同特点的比较：（P118-P119）a. the positive transfer has its limits/ language rules and pragmatic principleb. the shortcomings of the abilities and skills on mother-tongue reading influence the process of positive transfer and the improvement of reading abilities in foreign languagec. affective factors also influence the process of reading5. 语言和文化的关系：（P128-P129）a. language is a part of cultureb. langauge is the carrier of culturec. culture is the base of language6. 文化导入的必要性和重要意义：（P130）a. cultural knowledge and accommodation ability are important parts of communicative competenceb. communicative competence is the essential base and method to acquire further cultural languagec. adapt to the requirements of special positions7. 文化导入的重要原则：（P132-P133）a. practical principleb. stage principlec. accommodation principle8. 文化导入的主要方法：（P133-P134）a. annotationb. fusionc. practiced. comparisone. specifically explanation第五章1. 课程设计的阶段：（P136）a. fact-findingb. the theory and practical evidence of course design and syllabus designc. make the goals to plans, recognize the aims and contentsd. prepare the materials and compile the textbook2. 教材编写的原则：（P144）a. authentic principleb. gradual principlec. interesting principled. diverse principlee. modern principlef. practical principle3. 合格的外语教师应具备的素质：（P151）a. solid professional knowledge and skillsb. abilities of classroom management and implementc. good characters and delightful personalitiesd. systematic knowledge of modern languagee. considerable knowledge of foreign language acqu isition theoriesf. knowledge of foreign language teaching4. 外语教学的实施的主要过程：（P155）a. needs analysisb. curriculum designc. material developmentd. classroom instructionf. course evaluation5. 传统课堂教学模式（PPP）的不足：（P156-157）a. teaching model is teacher-centredb. the result of PPP model is exam-oriented educationc. students haven't received enough inputd. mislead students to a worry learning way6. 课堂教学最基本目标：（P159-162）a. cultivate students' interestsb. provide authentic language inputc. help students use learning strategies which are benefit to foreignlanguage learningd. help students overcome the difficulties during the learning process7. 外语测试的类型：（P167-170）a. 测试目的：aptitude testachivement testdiagnostic testproficiency testexit testb. 外语测试的类型：（P167-170）②测试的方法和方式：direct testingindirect testing③测试题型：a. discrete-point testingb. integrative testingc. 外语测试的类型：（P167-170）④考试成绩判别的标准：norm-referenced testingcriterion-referenced testing⑤判卷标准：a. subjective testingb. objective testing8. 效度(test validity)：（P170）a. whether the test can test what it meant to exactlyb. content validityc. criterion-related validityd. construct validitye. face validity9. 信度(test reliability)：（P172）a. whether the result of the test are reliableb. test itselfc. marking of papers第六章1. 外语教学法的主要流派：（P180-P206）a. The Oral Approach and the situational Language Teachingb. The Audiolingual Meathodc. Communicative Approachd. Total Physical Responsee. The Silent Wayf. Community Language Learningg. The natural Approachh. Suggestopedia2. 任务型教学的原则：（P209-P210）a. interactive principleb. authentic in linguistic materialsc. process principled. emphasize the improvement made by learners' experiencef. classroom language learning is related to language application outside the class3. 任务型教学的优点：（P221）a. reflect new ideas about language learning and teachingc. shorten the distance between class and lifed. it aims at cultivating students' learning capacity/ cooperative learning4. 任务型教学的局限性：（P221-P222）a. the recognition of language learning is extremeb. the randomness of task selectingc. the limitation of application scoped. instead special tests of whether the tasks have been accomplished。
130· ·教学·信息 课程教育研究 Course Education Ressearch 2017年第12期基于翻转课堂教学模式下的初中物理教学研究李晓智（ 湖南省郴州市北湖区万华路第十五中学 423000）【摘要】随着课改的深入推进，越来越多的学校和教师开始尝试运用新的教学模式，其中翻转课堂模式就受到了广大教师和学生的青睐和认可。
在初中物理教学中运用翻转课堂教学模式，需要物理教师精心设计导学微视频，引领学生展开自主性学习，然后，将学生存在的疑难问题留到课堂上进行精讲释疑，进而有效地提高课堂教学效率。
【关键词】翻转课堂 初中物理 导学微视频【中图分类号】G633.7 【文献标识码】A 【文章编号】2095-3089（2017）12-0130-02何为“翻转课堂”？这里的“翻转”主要是针对传统课堂的翻转，传统课堂教学模式一般都是“先教后学”，学生的主动性不强，课堂教学效率不高。
正是基于传统课堂教学模式的弊端，提出了“先学后教”的翻转课堂教学模式。
在翻转课堂教学模式下，教师只需要根据教学内容和学生情况，采用微视频的方式，让学生先根据教师提供的素材进行自学，然后教师在需要根据学生的反馈情况，在课堂上将学生暴露出来的“疑难问题”进行点拨讲解，做好重难点知识的突破，使得教学更具针对性和层次性，进而能够在很大程度上提高教学效率。
对于初中物理翻转课堂教学来说，主要是把握好两个关键点：课前准备（教师设计资料、分层教学易出现的几个问题刘柏清（福建省漳平第三中学 364400）【摘要】在分层教学的过程中，教师打破一切按课本行事的传统做法，以《初中英语课程标准》为指南，以分层教学为指导，以学生需求为根本，灵活地采用多种教学方法，运用真实语音材料，组织以学生为中心的课堂教学，培养学生的自主学习能力，但在实践过程中会出现新的问题，教师需在探索中前进。
【关键词】英语 分层 问题【中图分类号】G632 【文献标识码】A 【文章编号】2095-3089（2017）12-0130-01第二节教法在实施分层教学的过程中，为了全面提高各级别学生的语言运用能力、跨文化交际能力、评判性思维能力，培养他们的文化意识和国际视野，教师们在教学方法上狠下功夫，在继承传统的教学模式基础上，将任务式、研究型等教学理念融合在一起，努力引导学生成为课堂的主体。
